汉语作为二语教学的困难与对策精选文档.docx
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汉语作为二语教学的困难与对策精选文档.docx
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汉语作为二语教学的困难与对策精选文档
汉语作为二语教学的困难与对策
1.Introduction
Secondlanguageteachingandacquisitionisnowadaysquiteatrendytopicallovertheworld.Moreandmorecountriesaretryingtoadopttheproperlanguagepolicytoencouragethecitizenstomasterasecondlanguageorforeignlanguagetosatisfytheneedsofinter-culturalcommunication.WiththefastdevelopmentoftheChinesenation’spowerinthelastfewyears,moreandmoreforeignersbecameinterestedinChineseuniqueculture;somepeopleevencametoChinaandspenttimelearningtheChineselanguageinordertoknowmoreaboutChinaandChinesepeople.Theychosedifferentformsofprogramstostudy,andtriedtheirbesttolearnChineseMandarinwellinthehopeofmasteringthislanguagesoastouseitintheirfutureoccupations.
Then,theteachingofChineseasasecondlanguagebecameahottopicinChina’seducationcircle.Howtoteachtheforeignstudentswell?
AndwhatarethedifficultiesandreactionsintheteachingofChinese?
2.The“Chineseheat”aroundtheworld
Inthemoderntimes,moreandmorecountriesintheworldhaverealizedChina’simportanceandinfluencearoundtheworld(DaiQingxia,2008).Insomeforeigners’opinion,theymayeventhinkthatitismucheasiertofindagoodjobiftheycanspeakChinese.IfonewantstoteachChineseinhisowncountry,tohavebusinesswithChinesepeople,toworkinaChinesefirm,ortogetajobinChina,themasteryoftheChineselanguageisdefinitelyanessentialaspect.
WiththepopulartrendoflearningChinesearoundthewholeworld,theChinesegovernmenthasadoptedaseriesofmeasures.DifferentformsoftheSino-foreigncooperationprogramshavebeensetupduringthelastfewdecades.
AccordingtotherequirementoftheNation’sEducationDepartment,wemainlyhavethefollowingtypesofcooperationprograms:
exchangestudentsproject,internationalsummerorwintercamp,short-termandlong-termstudyinChina,etc.
TheChinesegovernmentbegantoaccepttheinternationalstudentssince1950,andthefirst33studentswerefromEasternEurope.Upto2002,wehavereceivedabout550,000foreignstudentsfrom170differentcountries.Andthenumberoftheunitswhichcanaccepttheforeignstudentshasgreatlyincreasedinthelasttenyears.Sofar,thenumberoftheuniversitiesandcollegeswhichhavetherighttoaccepttheinternationalstudentshasincreasedto500.(People’sDaily,2003-12-15,Section2). TheScholarshipConferenceoftheForeignStudentsinChinawasheldinFudanUniversityin2009.Thespokesmansaid,justin2008,wehavehad223,500studentsstudyinginChinafromothercountries,andthisnumberalmostdoubledeveryfiveyearsinthelastthreedecades(ZhangXiuqin,2009).
WiththedevelopmentofmodernChina,theexternalcommunicationofChineseeducationwithforeigncountrieshasmadegreatprogress.Sofar,Chinahassetupthecooperationrelationshipwith189countriesanddistrictsintheeducationarea;andhasacquiredthemutualaccesstoadmittingdegreecertificateswith34countries.ThemovementofChineselanguageextendinghasmuchimprovedaswell.305overseasConfuciusCollegeshavebeenestablishedin78countries;variousformsofConfuciuslessonsandactivitiesarewelcomedbythelocalstudents.Theaveragerateoftheforeignstudents’entrytoChinawasover18%inthelastfiveyears(ZhangXiuqin,2009).
3.ThepresentsituationofSLTinCTGU:
CTGUhasalreadyestablishedcooperativerelationshipswith45universitiesintheforeigncountriessuchasFrance,Germany,theNetherlands,theUnitedStates,Canada,Japan,SouthKorea,Australia,theUnitedKingdom,andsoon.Thecooperationextendstoteaching,scientificresearchandstudentexchanges.Sofar,thecooperationhasgreatlyimprovedscientificresearchandtalentcultivation.
InordertospreadtheknowledgeofChinesetraditionalclinicalmedicine,ChinaThreeGorgesUniversityhasruntheClinicalMedicineCoursesProgramsince2004.TheCollegeofMedicalSciencetrainsthestudentstoobtainthetheoryandpracticalskillsinClinicalMedicine,thebasicskillsofmedicaltreatment,prevention,healthcareandhealing.Thegraduatesoftheuniversitywillbeprofessionalswhocantaketheresponsibilityofprofessionalmedicalpractitioner.
TheprogramiscalledUndergraduateClinicalMedicineprogram(MBBS),andthedurationisfourandhalfyearswithoneyearcompulsoryinternship(5.5years).TheCTGUcoursecurriculumhasbeeneditedandre-designedconsideringtherequirementsofthestudentsfromabroad,takingintoaccounttheirlocalsyllabusaswellasthelicensingexamsinSouthAsiaandtheMiddleEast.Therearesufficientnumbersofwellqualified,overseastrainedteachersfluentinEnglishtotakecareofstudents’study.TherearealsovisitingfacultiesfromforeigncountrieslikeUSA,Europe,India,Nepal,etc.AllinternationalundergraduatestudentsmustundergoChineselanguageclassesduringtheentirecourseofduration. 4.ThepracticaldifficultiesofSLTinCTGU
InordertogettheknowledgeofthecurrentlanguageteachingsituationoftheNepaleseandIndianstudentsinCTGU,IgaveaninterviewtosixpostgraduatesandtwoteacherswhoareteachingtheforeignstudentsChineselanguageintheCollegeofArts.AllofthepostgraduatesareinGradeTwoandmajorinModernChinese,mostofthemhavetheteachingpracticeof1-2years,andtheirstudentsaremainlyfromNepalandIndia;bothofthetwoprofessorshavemorethan4yearsofteachingexperiencenotonlyoftheAsianstudents,butalsoEuropeanandAmericanstudents.
Accordingtotheinterviewresultsandanalysis,wecanfindthatwehavemanyproblemsasfollows:
4.1Theuniquecharacteristicsoftheteachingobjects
TheforeignstudentsinCTGUmainlyarefromNepalandIndiaandaredifferentfromthestudentsfromAmericaandBritain.Eachnationhasitsownidentity,especiallylikeNepalandIndia;bothofthemareconsideredasmultiethniccountries,whichhavespecialcustomsortaboos.TheirmothertongueisneitherEnglishnorChinese,whichmeansChinesecharacterandthepronunciationsystemmaybequitedifficultforthemtounderstandandmemorize.ButtheteachershereareusuallymorefamiliarwiththeWesternstudents’wayofthinkingandlifestyle,theyseldomgetenoughinformationaboutthestudentsfromNepalandIndia.
Theeducationbackgroundisalsoakeyfactorintheteachingpreparation.SomestudentsmayhavehadinterrelatededucationaboutChineseathome,buttheothersmaynot.ThefirstgroupofstudentsmayhavesuperioradaptabilityaftertheycometoChina;unluckily,fewofthestudentstoCTGUacquiredthebackgroundknowledgewhentheywereintheircountries.
Theculturebackgroundisanotherimportantelement,whichdeterminesone’swayofthinkingandbasicbehaviorsinthecommunicationwithotherpeople.Ifonehastheopen-mindedattitudetowardsdifferentcultures,he/shemayadapttoanewenvironmentmuchsooner,andtheso-called“culturalshock”couldhardlyhaveanegativeinfluenceonhim/her.
However,mostoftheforeignstudentsinCTGUfromNepalandIndiaseemtofindithardtogetalongwellwiththeChinesewayofdealingwithdailytriflesandstudyaproblem,whichleadstomanydifficultiesintheirlanguageacquisition.
4.2ThedifficultfeaturesoftheChineselanguage
Besidestheuniquefeaturesofteachingobjects,themaindifficultiesexistinthelanguageitself.AlthoughtheChinesegovernmenthassetupa“pinyin”systemwhichusesliketheLatinletters,ithasatotallydifferentpronunciationfromthealphabet.Manyrulesarealsohardtocomprehendandremember. Comparedwithothercountries,theChinesecharacters’systemisaspecialwritingform.Thevocabularymostlyconsistsofasinglecharacter,andonewordmayhavemanykindsofmeaningindifferentcontexts.
ThesyntaxisnotthesameasEnglishsentences,either.Chinesesentencestructurecanbelongorshort.Butwhenweenlargeasentence,weusuallyaddtheadverbialormodifierbeforetheheadwords,whichisjusttheoppositeofEnglish.
TheChinesegrammaralsohasmanyuniquecharacteristics.Wedonothavetheformchangesattheendofaword;wedonotusethesingleorpluralformoftheverb“be”;wedonothavesomanytensechangesinactualuse.ThetensevariationisconsideredasthemostcomplexsysteminEnglishlearning.Butwehavetherulesoftheuseofadverbslike“着”,“了”,“过”,and“的”,“地”,“得”.
4.3Inter-languageproblemsintheteachingprocess
IntheChineselanguageclassofCTGU,Englishisfixedastheinter-languagebetweenthelecturerandtheinternationalstudents.Nevertheless,untranslatabilityexistsinreality;Englishcannotbetranslatedintoeverythingthattheywanttoconveytoeachother,somisunderstandingsoftenoccurinclass.Forinstance,thefour-characteridiomisaspecificChineseproductioninvocabulary,butitishardforthelecturertocompletelyexplainthemeaningoftheidiomsbecausemostofthemhaveacloserelationshipwiththeChinesehistoryorChinesetraditionalcustoms.
5.Solutionstotheseproblems
Throughtheinterview,itisobviousthatmanyobstaclesexistinouruniversity,althoughtheteachershavebeenthinkingnon-stopaboutthemandtryingtoimprovethecurrentsituation.Itisprobablethatwecanponderoverthefollowingelements:
5.1Accurateanddeepanalysisofthestudents’characteristics
Wecanspendmoretimeonthestudyofthestudents’backgroundinformation;evenpayattentiontotheirindividualfeature.Onlybyknowingmoreaboutthesubjectoftheteaching,dowehavebetterclasscooperation
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